Iterative+Process+1

Module 3 Unit 1toc

Essential Question
//How do you build evidence-based arguments through inquiry-based research? //

This unit allows students to begin learning about a specific approach to research that is developed and completed throughout Units 2 and 3. This module addresses research as an iterative, non-linear process, designed to develop students’ skills in crafting evidence-based arguments on issues of interest. In this unit, students read and analyze a seed text, The Immortal Life of Henrietta Lacks, to identify topics that spark inquiry and provide entry points into the research process with which they engage throughout the module. The intent of this unit is to model how to initiate a process of inquiry-based research using texts that are rich enough to provide claims, counterclaims, and foster varying points of argumentation.

Common Core Standards
Assessed Standard(s)
 * RI.9-10.3** Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Addressed Standard(s) b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * W.9-10.9.b** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * L.9-10.4.a** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Suggested Student Objectives

 * Students will be required to: **

1) Read closely for textual details.

2) Annotate texts to support comprehension and analysis.

3) Engage in productive evidence-based discussions about text.

4) Collect and organize evidence from texts to support analysis in writing.

5) Collect and organize evidence from texts to support claims made in writing.

6) Use vocabulary strategies to define unknown words.

7) Identify potential topics for research within a text.

8) Use questioning to guide research.

9) Conduct pre-searches to validate sufficiency of information for exploring potential topics.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">10) Delineate arguments and explain relevant and sufficient evidence.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">11) Analyze perspectives in potential research texts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources and Resource Links
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**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities **
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Fishbowl protocol:The fishbowl is a peer-learning strategy in which some participants are in an outer circle and one or more are in the center. In all fishbowl activities both those in the inner and those in the outer circles have roles to fulfill. Those in the center, model a particular practice or strategy. The outer circle acts as observers and may assess the interaction of the center group. Fishbowls can be used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tips and Variations for the Fishbowl **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After one round of a fishbowl, teachers might have the two circles change places. When all the students have experienced both the inside and the outside of the fishbowl, the teacher can ask questions like: What was it like being inside the circle? Outside the circle? How are the two roles different? What did you learn from each? How do you think you will carry what you learned from this exercise into small-group discussions? Into whole-class discussions?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Some teachers leave an empty seat in the fishbowl for an outside participant who wants to speak. He or she should move to the vacant seat and join the discussion until someone else from outside the circle wants to join. That person then taps the first person on the shoulder, and they quietly switch places.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Many teachers stay out of the fishbowl, since their presence can make the discussion less natural. Whether in or out of the group, however, the teacher must keep time, attend to behavior issues that the fishbowl group cannot handle, and maintain group protocols.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Fishbowl protocol in a 10th grade ELA class


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Stay and Stray **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Table Text **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Think-Pair-Share **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Considering and thinking about a topic or question and then writing what has been learned; pairing with a peer or a small group to share ideas; sharing ideas and discussion with a larger group To construct meaning about a topic or question; to test thinking in relation to the ideas of others; to prepare for a discussion with a larger group


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussion Groups **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text, question, and so on To gain new understanding or insight of a text from multiple perspectives


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Quickwrite **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Responding to a text by writing for a short, specific amount of time about a designated topic or idea related to a text to activate background knowledge, clarify issues, facilitate making connections, and allow for reflection. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit 1 Sample Writing Prompts **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In paragraph 1, how does Skloot connect Henrietta and the future of medicine?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How has Henrietta been identified in pictures that have appeared “hundreds of times in magazines and science textbooks” (p. 1)? What is the impact of how Henrietta has been identified?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What does Skloot mean when she describes HeLa cells as “immortal” (p. 1)? Cite evidence from the text to support your understanding of the word “immortal”.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot further develop connections between cells and cancer in this passage?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What made Henrietta’s cells different from any other previously studied cells?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the impact of Skloot including Defler’s final quote “She was a black woman” (p. 4)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Summarize the key events unfolded in today’s excerpt, from “There’s a photo on my wall of a woman I’ve never met” to “There has to be more to the story” (pp. 1–4).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot unfold events in this excerpt and what connections does she draw among these events?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why does Skloot use the words “by chance” to describe Henrietta going to Johns Hopkins gynecology clinic on page 27?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What cumulative impact do these word choices have on understanding the doctors’ perspective? Why might doctors have had this perspective?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain the connections between TeLinde’s research and the research of George Gey.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain the connection between Henrietta and the research of TeLinde and Gey.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What was the importance of the “Operation Permit” Henrietta signed on page 31?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is Henrietta not told about during her “first treatment” (pp. 32–33)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does this information connect to the Operation Permit Henrietta signed when she was admitted for treatment?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What connections does Skloot further develop between Henrietta, TeLinde, and George Gey in this section of text?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on Skloot’s explanation of “benevolent deception” on page 63, what is meant by the word benevolent in this context?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot’s description of the time period further develop the idea that Henrietta might have “deferred to anything her doctors said” (p. 63)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why might Skloot have included this historical description when explaining Henrietta’s declining health?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot distinguish what the doctors knew and what they told the Lacks family?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What words or phrases does Skloot use to communicate Henrietta’s decline in health?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does the description of Henrietta’s treatment on page 66, help you understand the meaning of the word vain in this context?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does the cumulative impact of specific word choices and phrases advance Skloot’s purpose in this excerpt?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What was the problem with Salk’s polio vaccine? How did HeLa solve this problem?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What was the purpose of Southam’s experiment?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot’s description of the experiments on prisoners help make meaning of informed consent?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the effect of Skloot’s use of the word refrain to describe the prisoner’s quotes?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How do Skloot’s details of Southam’s patients contribute to her perspective about informed consent in this specific study?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the impact of Skloot’s insertion of “(rightly or wrongly)” (p. 130) into Southam’s quote?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What claim does Skloot make about Southam’s “deception” (p. 130)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the effect of Skloot’s reference to “the research Nazis had done on Jewish prisoners” (p. 131) in connection with Southam’s study? How does this reference advance her purpose in this portion of text?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What can you infer from Southam’s statement that “it seemed stupid to take even a little risk” (p. 134)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How did Southam’s lawyer support the claim that Southam did not participate in “unprofessional conduct” (p. 134)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain the two perspectives present in the case brought before the Board of Regents. Which perspective supports Skloot’s purpose?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Compare the cases of Bertil Bjorklund and Southam. What happened to each scientist? Which case brought about change in scientific practices?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Analyze how Skloot uses examples in this portion of text to advance her purpose.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What conclusions can you draw between the representation of HeLa in this excerpt (“Illegal, Immoral, and Deplorable”) versus the representation of HeLa in “The HeLa Factory”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on Skloot’s claim and the issue, what sort of evidence will be relevant?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Evaluate Skloot's claim in paragraph 4 on page 130, and determine whether the evidence in the rest of the excerpt is relevant and sufficient to support her claim.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are two examples of the “disturbing truths” (p. 165) behind the story of the night doctors?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the impact of the “disturbing truths” (p. 165) Skloot provides about the night doctors?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Summarize Hopkins’ letter to the board of trustees. What was the purpose of the Hopkins Hospital?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does the evidence in this section impact the Lacks family’s claims about Johns Hopkins Hospital?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">According to Bobbette, what “really would upset Henrietta” (p. 169)? How is this connected to the examples Skloot provides of Hopkins’ history with the black community?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are the alternate perspectives about Johns Hopkins hospital? Which perspective does Skloot validate in this excerpt?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why did the researchers need the Lacks family to be involved in solving the contamination problem?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does this action relate to a developing central idea in this excerpt?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">For what purpose did Day say the researchers wanted blood from him and his children?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Reread what Hsu says to the family about the genetic research. Highlight words for which you might need thorough explanation in order to understand fully McKusick and Hsu’s research.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot use specific details in this section to further develop and refine a central idea in the text?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Skloot begins this section with Hopkins’ claims that “Hopkins never made a cent off HeLa cells.” How is this statement refined by the information that follows?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is the effect of including the information about the Lacks family right after the information about HeLa profits?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Look carefully at the sentence from “News of the Tuskegee study was still fresh” to “impossible to ignore.” What is the effect of using semicolons instead of simply writing three separate sentences?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does the section on page 197 from “On March 25, 1976, when Mike Rogers’s Rolling Stone article” to “of Henrietta’s DNA that scientists could use to help identify HeLa cells in culture” develop and refine Skloot’s ideas in this excerpt?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Consider what you know of Moore’s story so far. How is it similar to Henrietta Lacks’ story?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does Skloot use this portion of text to further refine a central idea?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How is the case of Slavin different from Moore’s case?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In your own words, describe the sides of this issue as presented in the paragraph on page 204 that begins “Scientists, lawyers, ethicists.”
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What was “ironic” about the judge’s citation of the HeLa cell line “as a precedent for what happened with the Mo cell line” (p. 204)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How does the new information presented in this excerpt impact your understanding of tissue ownership?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Why does Zakariyya think what the “doctors did was wrong” (p. 246)? What support does he give for this statement?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As Zakariyya points out, many doctors argue that Henrietta’s cells helped many people. What is his response to this claim?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How would you describe Zakariyya’s emotions in this passage? Why?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on his tone and what he says in this passage, what is Zakariyya’s opinion of doctors?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What “miracle” happens in this portion of text, and what effect does it have on the idea that “what them doctors did was wrong” (pp. 245–246)?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What other claims might challenge the stated claim of “Patients should be paid for all tissue that is taken from their body for research?”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Assessment

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activity 3: 10.3.1 End-of-Unit Assessment Part 1: **

//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The Immortal Life of Henrietta Lacks // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explain to students that because it is a formal writing task, the 10.3.1 End-of-Unit Assessment should include an introductory statement, well-organized ideas supported by significant and relevant evidence, and a concluding statement or section that articulates the significance of the topic. Remind students to use domain-specific vocabulary, as well as proper grammar, capitalization, punctuation, and spelling to achieve a formal style and objective tone. Remind students to practice the skills outlined in W.9-10.4, to which they were introduced in Module 10.1.3 Lesson 8.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Instruct students to write a multi-paragraph response to the following prompt:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choose one central idea that Skloot develops in the text. How does Skloot unfold an analysis of this central idea?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Remind students to use the 10.3.1 End-of-Unit Text Analysis Rubric and Checklist to guide their written responses. Ask students to use this unit’s vocabulary wherever possible in their written responses.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students if they have remaining questions about the assessment prompt.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Distribute and review the 10.3.1 End-of-Unit Text Analysis Rubric and Checklist. Remind students to revisit the rubric once they are finished with the assessment to ensure they have fulfilled all the criteria.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 Students review the 10.3.1 End-of-Unit Text Analysis Rubric and Checklist.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Remind students as they write to refer to their notes, tools, and annotated text from the previous lessons.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activity 4: 10.3.1 End-of-Unit Assessment Part 2: Areas of Investigation **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Instruct students to write a multi-paragraph response to the following prompt:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Articulate 2–3 areas of investigation and where they emerge from the text.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Remind students to use the 10.3.1 End-of-Unit Text Analysis Rubric and Checklist to guide their written responses. Ask students to use this unit’s vocabulary wherever possible in their written responses.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students if they have remaining questions about the assessment prompt.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Inform students that they may use their Surfacing Issues Tool, Evidence Identification Tool, and notes to assist them with composing this portion of the End-of-Unit Assessment. Students should use their notes from the Skloot text to describe how the area of investigation emerged from the text. Remind students that they already have all the information needed to answer this prompt; referencing these tools provides support for students in their synthesis of this information.